Meaningful vocabulary learning and the collaborative classroom.
El siguiente trabajo de grado es una investigación-acción de tipo cualitativo que fue llevado a cabo en el Instituto Pedagógico Nacional con 35 estudiantes de cuarto grado. Dado a que se identifica tanto un problema de aprendizaje de vocabulario como, un trabajo individual reiterado, en este estudio...
- Autores:
-
García Molano, Juan Sebastián
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/16967
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/16967
- Palabra clave:
- Vocabulario significativo
Aprendizaje colaborativo
Collaborative learning
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. Vocabulario significativo Aprendizaje colaborativo Collaborative learning |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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Meaningful vocabulary learning and the collaborative classroom. |
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García Molano, Juan Sebastián |
| dc.contributor.advisor.none.fl_str_mv |
Montaño Moreno, Johanna |
| dc.contributor.author.none.fl_str_mv |
García Molano, Juan Sebastián |
| dc.subject.spa.fl_str_mv |
Vocabulario significativo Aprendizaje colaborativo |
| topic |
Vocabulario significativo Aprendizaje colaborativo Collaborative learning |
| dc.subject.keywords.eng.fl_str_mv |
Collaborative learning |
| description |
El siguiente trabajo de grado es una investigación-acción de tipo cualitativo que fue llevado a cabo en el Instituto Pedagógico Nacional con 35 estudiantes de cuarto grado. Dado a que se identifica tanto un problema de aprendizaje de vocabulario como, un trabajo individual reiterado, en este estudio se implementó el uso de estrategias colaborativas en las clases de inglés con el fin de promover el aprendizaje de vocabulario de manera significativa. Para ello, se diseñó un plan de intervenciones pedagógicas que constó de dos ciclos, los cuales permitieron que los estudiantes reconocieran la importancia de interactuar y fomentar desarrollo de habilidades sociales entre ellos y adquirir un aprendizaje significativo del vocabulario. |
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2016 |
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2016 |
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2022-03-22T15:14:44Z |
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2022-03-22T15:14:44Z |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://hdl.handle.net/20.500.12209/16967 |
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instname:Universidad Pedagógica Nacional |
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eng |
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eng |
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Agawa, T. (2016). Cooperative and Collaborative Learning: Definitions and Application in Japanese Universities. Retrieved on: August, 16, 2016 from: https://www.researchgate.net/publication/305160722 Ausubel, D. P. (2000). The acquisition and retention of knowledge. Dordrecht: Kluwer. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Burns, A. (2010a). Doing action research for English language teachers. A guide for practitioners, New York: Routledge. Cresswell, J. (2013). Qualitative inquiry and research design. Choosing among five approaches. Thousand oaks: SAGE publications. Denzin, N., Lincoln, Y. (2005). The SAGE Handbook of Qualitative Research. Thousand oaks: SAGE publications. Grundy, S. (1987). Curriculum: Product or Praxis? London: Falmer Press. Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. (First published1979, Strasbourg: Council of Europe). Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349−366. Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edima, Minnesota: Interaction Book. Johnson, D.W.; Johnson, R.T. & Smith, K.A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, George Washington University. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom (3rd ed.). Edima, Minnesota: Interaction Book. MacGregor, T. (1992). What is Collaborative Learning? Pennsylvania: Pennsylvania State University. Malmkjaer, K. &. (1998). Context in Language Learning & Language Understanding. En K. Malmkjaer, Context in Language Learning & Language Understanding. (34), 203. Cambridge: Cambridge University Press. Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass. Nation, I. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Thousand Oaks, CA: Sage. Sagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD. Sagor, R. (2005). The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press. Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage Publications. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press. Tudor, I. (2001). The Dynamics of the English classroom. Cambridge: Cambridge University Press. Widdowson, H. (1978). Teaching language as communication. Oxford university. |
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Montaño Moreno, JohannaGarcía Molano, Juan Sebastián2022-03-22T15:14:44Z2022-03-22T15:14:44Z2016TE-19843http://hdl.handle.net/20.500.12209/16967instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/El siguiente trabajo de grado es una investigación-acción de tipo cualitativo que fue llevado a cabo en el Instituto Pedagógico Nacional con 35 estudiantes de cuarto grado. Dado a que se identifica tanto un problema de aprendizaje de vocabulario como, un trabajo individual reiterado, en este estudio se implementó el uso de estrategias colaborativas en las clases de inglés con el fin de promover el aprendizaje de vocabulario de manera significativa. Para ello, se diseñó un plan de intervenciones pedagógicas que constó de dos ciclos, los cuales permitieron que los estudiantes reconocieran la importancia de interactuar y fomentar desarrollo de habilidades sociales entre ellos y adquirir un aprendizaje significativo del vocabulario.Submitted by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-18T13:36:43Z No. of bitstreams: 1 TE-19843.pdf: 3128915 bytes, checksum: 85e88029866d8bddec54b27a0229cfcc (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2022-03-18T20:48:55Z (GMT) No. of bitstreams: 1 TE-19843.pdf: 3128915 bytes, checksum: 85e88029866d8bddec54b27a0229cfcc (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2022-03-22T15:14:44Z (GMT) No. of bitstreams: 1 TE-19843.pdf: 3128915 bytes, checksum: 85e88029866d8bddec54b27a0229cfcc (MD5)Made available in DSpace on 2022-03-22T15:14:44Z (GMT). No. of bitstreams: 1 TE-19843.pdf: 3128915 bytes, checksum: 85e88029866d8bddec54b27a0229cfcc (MD5) Previous issue date: 2016Licenciado en Español e InglésPregradoPDFapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalVocabulario significativoAprendizaje colaborativoCollaborative learningMeaningful vocabulary learning and the collaborative classroom.Meaningful vocabulary learning and the collaborative classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAgawa, T. (2016). Cooperative and Collaborative Learning: Definitions and Application in Japanese Universities. Retrieved on: August, 16, 2016 from: https://www.researchgate.net/publication/305160722Ausubel, D. P. (2000). The acquisition and retention of knowledge. Dordrecht: Kluwer.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.Burns, A. (2010a). Doing action research for English language teachers. A guide for practitioners, New York: Routledge.Cresswell, J. (2013). Qualitative inquiry and research design. Choosing among five approaches. Thousand oaks: SAGE publications.Denzin, N., Lincoln, Y. (2005). The SAGE Handbook of Qualitative Research. Thousand oaks: SAGE publications.Grundy, S. (1987). Curriculum: Product or Praxis? London: Falmer Press.Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. (First published1979, Strasbourg: Council of Europe).Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349−366.Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edima, Minnesota: Interaction Book.Johnson, D.W.; Johnson, R.T. & Smith, K.A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, George Washington University.Johnson, D. W., Johnson, R. T., & Smith, K. A. (2006). Active learning: Cooperation in the college classroom (3rd ed.). Edima, Minnesota: Interaction Book.MacGregor, T. (1992). What is Collaborative Learning? Pennsylvania: Pennsylvania State University.Malmkjaer, K. &. (1998). Context in Language Learning & Language Understanding. En K. Malmkjaer, Context in Language Learning & Language Understanding. (34), 203. Cambridge: Cambridge University Press.Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.Nation, I. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Thousand Oaks, CA: Sage.Sagor, R. (2000). Guiding School Improvement with Action Research. Virginia: ASCD.Sagor, R. (2005). The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin Press.Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park: Sage Publications.Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.Tudor, I. (2001). The Dynamics of the English classroom. Cambridge: Cambridge University Press.Widdowson, H. (1978). Teaching language as communication. Oxford university.THUMBNAILTE-19843.pdf.jpgTE-19843.pdf.jpgIM Thumbnailimage/jpeg2450http://repository.pedagogica.edu.co/bitstream/20.500.12209/16967/3/TE-19843.pdf.jpg68e4c00ce27dcce4b6570283a6b7404aMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/16967/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52ORIGINALTE-19843.pdfTE-19843.pdfapplication/pdf3128915http://repository.pedagogica.edu.co/bitstream/20.500.12209/16967/1/TE-19843.pdf85e88029866d8bddec54b27a0229cfccMD5120.500.12209/16967oai:repository.pedagogica.edu.co:20.500.12209/169672023-05-15 16:42:08.268Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |